Content Standard (This may include GLEs, District Power Standards, and/or CMT/CAPT Strand): 2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities. 14. Solve contextual problems using all addition sums to eighteen and subtraction differences from ten with flexibility and fluency.
Student Learning Objective(s) : What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria.NOTE: use Bloom’s Taxonomy to assist this work.
By the end of this lesson the students should be able to compute single digit addition problems on their own using manipulatives if necessary.
Rationale for Objective: How does this lesson support previous learning and
This lesson supports previous learning because in Kindergarten the students will have learned their numbers from 1 to 20. They will also have begun to learn how to add small digit numbers. This lesson will be a bit of a review and will help students become more comfortable with their addition facts.
Modification/Accommodations of Objective ( IF needed)
Rationale: What student data supports this need?
Assessment: State the specific strategy (ies) and tool(s) used to collect the data for each SLO. (Examples: essays, projects, quiz, exit slip, worksheet, etc)
For an assessment I will have the students complete an addition worksheet using manipulatives. After going over the worksheet we will end the class by having the students solve the questions on the video. They will write the answers on their white boards, and then they will hold them up so I can look around and see their answers.
Modification/Accommodations of Assessment ( IF needed)
Rationale: What student data supports this need?
Classroom Learning Environment: Select ONE area of focus for your lesson utilizing positive support strategies. Briefly state your reasoning for the specific focus area. selected.
In this lesson I will be focusing on the transitions. Since we will be going from the video to, direct instruction, to working as a class then to working independently, it will be easy for the students to get off task. There is also a lot of important information to cover in this lesson which is why it is going to be so important to stay focused and on task, even during the transitions.
Standards of Behavior
Routines
Procedures
Group Work
X
Transitions
Other
Instructional Arrangement
Instructional Model/Strategy: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
Strategy
Rationale for chosen model explaining how this model will best facilitate student learning. You may check more than one.
X Direct Instruction Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive ) X Inquiry
Concept Formation/ Concept Development
Discussion Model
I will be doing direct instruction as a review for the students. Although they will have learned some addition they made not have fully grasped the topic. I will also be using inquiry because by having the students solve the problems on their own are the best way to see if they are learning how to do addition.
Materials/Resources:Materials/resources used in each learning activity including modifications for individual students in order to facilitate learning
I will be using a video on YouTube that the students will be watching on addition. I will also be using white boards, manipulatives such as counting bears and a worksheet.
Modification/Accommodations of resources ( IF needed)
Initiation:
Modification/Accommodations Tiered Support
Cite how you will engage learners, activate prior learning and present the lesson’s objective.
1) explaining: a) what they will be doing and learning in the lesson; b) how they will demonstrate learning; c) why it is important.
I will begin the lesson by showing the Addition Rock Video. Since there is a song that does with it, it will engage the students immediately. The video must be stopped at 1 minute and 18 seconds. Then I will tell the students that we will be working on addition and I will show them the manipulatives that they will be using.
Lesson Development:
Modification/Accommodations Tiered Support
Cite how you will allow students to explore and experience the material in order to build meaning and build on each concept(s). · what you will do to model or guide lesson; · what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO.
To begin the lesson development I will go over the addition sign and what it means when two numbers are added. I will then do some practice problems on the board and show the students how I got the answer. As I am solving the problems I will stimulate the students to ask questions by asking them about each step as I do it. I will then write a few more problems on the board, instead of me doing them; I will give the students time to solve them on their own. After the students are giving a few minutes to solve the problems, I will call upon some of them to come to the board, write the answer and show us how they got the answer. I will also be demonstrating with the manipulatives so they students can see how they are used and get comfortable with using them.
Closure:
Modification/Accommodations Tiered Support
Cite how you will evaluate if the objective(s) was met. How will you help students to connect this lesson to previous and subsequent lessons as well as connect to their own lives? How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning?
As a way to assess the students I will then give them a worksheet of problems to solve. There will be five problems on the page and the students will be able to use the manipulatives to solve the problems. As they are working on the worksheet I will go around the room to make sure the students aren’t having any difficultly solving the problems or using the manipulatives. To end the lesson I will play the end of the video. While I am playing it I will have the students solve the addition problems and write the answer on their white boards. After everyone has finished writing the answer I will have them hold up their whiteboards so that I can check all of their answers. Once that is done I will give the student a worksheet to do for homework.
Template
2.2 Use numbers and their properties to compute flexibly and fluently and to reasonably estimate measures and quantities.
14. Solve contextual problems using all addition sums to eighteen and subtraction differences from ten with flexibility and fluency.
What is the intended learning outcome of this lesson? Be sure it is observable and includes clear criteria. NOTE: use Bloom’s Taxonomy to assist this work.
By the end of this lesson the students should be able to compute single digit addition problems on their own using manipulatives if necessary.
Rationale for Objective: How does this lesson support previous learning and
This lesson supports previous learning because in Kindergarten the students will have learned their numbers from 1 to 20. They will also have begun to learn how to add small digit numbers. This lesson will be a bit of a review and will help students become more comfortable with their addition facts.
( IF needed)
Rationale: What student data supports this need?
For an assessment I will have the students complete an addition worksheet using manipulatives. After going over the worksheet we will end the class by having the students solve the questions on the video. They will write the answers on their white boards, and then they will hold them up so I can look around and see their answers.
( IF needed)
Rationale: What student data supports this need?
In this lesson I will be focusing on the transitions. Since we will be going from the video to, direct instruction, to working as a class then to working independently, it will be easy for the students to get off task. There is also a lot of important information to cover in this lesson which is why it is going to be so important to stay focused and on task, even during the transitions.
Instructional Model/Strategy: Explains how you will best facilitate student learning through a specific model of instruction. Be sure to include a rationale for the chosen model(s). You may check more than one.
Cooperative Learning – identify specific strategy (NOTE: This model requires a social skill objective in addition to the cognitive )
X Inquiry
Concept Formation/ Concept Development
Discussion Model
Tiered Support
1) explaining:
a) what they will be doing and learning in the lesson;
b) how they will demonstrate learning;
c) why it is important.
Tiered Support
· what you will do to model or guide lesson;
· what learning activities students will be engaged in to gain the key knowledge and skills identified in the SLO.
Tiered Support
How will you help students to connect this lesson to previous and subsequent lessons as well as connect to their own lives?
How will you help the students see the relevancy of the lesson by understanding the purpose/importance of the learning?